The Standard for Full Registration - Formal Enactment 2 August 2021 Mandatory Requirements for Registration with the General Teaching Council for ...
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Inspiring world-class
teaching professionalism
GENERAL TEACHING
COUNCIL FOR SCOTLAND
The Standard for
Full Registration
Mandatory Requirements for Registration
with the General Teaching Council for Scotland
Formal Enactment 2 August 2021THE STANDARD FOR FULL REGISTRATION
Contents
Introduction................................................................................................................................................................................. 3
1 Being a Teacher in Scotland ........................................................................................................................................... 4
1.1 Professional Values .................................................................................................................................................. 4
1.2 Professional Commitment ..................................................................................................................................... 5
1.3 Standard for Full Registration ............................................................................................................................... 6
2 Professional Knowledge and Understanding.............................................................................................................7
2.1 Curriculum and Pedagogy.........................................................................................................................................7
2.2 Professional Responsibilities................................................................................................................................. 8
3 Professional Skills and Abilities..................................................................................................................................... 9
3.1 Curriculum and Pedagogy........................................................................................................................................ 9
3.2 The Learning Context..............................................................................................................................................10
3.3 Professional Learning...............................................................................................................................................11
2Introduction
Professional Standards for Teachers in Scotland The Standard for Middle Leadership and The Standard for
Headship provide aspirational and developmental frameworks
The Professional Standards, with professional values at the for teachers in/or considering leadership roles. They outline the
heart, support and promote partnership, leadership, enquiry and strategic vision, professional knowledge and understanding,
professional learning. They describe teacher professionalism in interpersonal skills and abilities and professional illustrations
Scotland, our ‘way of being’. Professional Standards for teachers that support teachers in leadership roles. These Professional
in Scotland have multiple purposes: Standards provide a framework for professional growth for
teachers in leadership roles. Consequently, they have some
n to create a shared language for teaching professionals; additional purposes:
n as a benchmark for professional competency;
n to develop and enhance professionalism; n support for self-evaluation and reflection for teachers in,
n to support career-long professional growth; and aspiring to, formal leadership roles in our schools;
n to provide a framework for Initial Teacher Education, n informing the process of recruitment and selection; and
probation and leadership pathways and programmes; and n contributing to dialogue about leadership and management.
n to ensure and enhance public trust and confidence in the
teaching profession. The Standard for Headship has the additional purpose of being
a requirement for teachers permanently employed in local
Professional Standards for teachers were first established in authority Headteacher roles from August 2020.
Scotland in 2000. They were reformed in 2012 and enacted in
2013 as a reconceptualised model of teacher professionalism The suite of Professional Standards is underpinned by the
supported by the introduction of Professional Update. The interdependent themes of professional values, Learning for
discussion to review the 2012 Professional Standards began Sustainability and leadership. The Professional Standards
in 2017 and concluded in a set of refreshed and restructured provide the framework for all teachers in Scotland to enhance
Professional Standards with an enactment date of 2 August their professionalism and ensure rigour and challenge that
2021. supports a resilient and enabled profession confident in the
skills, knowledge and values needed to enable Scotland’s young
The Standard for Provisional Registration is the benchmark of people to develop skills for learning, life and work.
competence required of all student teachers at the end of Initial
Teacher Education who are seeking provisional registration with Scotland’s Professional Standards actively support, embrace
the General Teaching Council for Scotland (GTC Scotland). This and promote the principles and practices of sustainability across
Professional Standard outlines what is required to become a all aspects. This means understanding and valuing environment,
teacher in Scotland. culture and heritage, developing a sense of place and belonging
to the local, national and global community. It also means having
The Standard for Full Registration is the foundation of the a deep connection to the natural world and understanding the
Professional Standards and is the benchmark of competence significance of the choices we make – now and in the future.
required of all registered teachers in Scotland. This Professional
Standard is the gateway to the profession and constitutes the The Professional Standards are organised into interrelated
teaching standards in which learners, parents, the profession categories with Professional Values and Professional
itself and the wider community can have confidence. This Commitment at the heart. These elements are inherently linked
Professional Standard encompasses what it is to be a teacher to each other and one aspect does not exist independently of
in Scotland. the others. It is this inter-relationship among all the categories
which enables the professionalism of the teacher and leads to
The Standard for Career-Long Professional Learning provides appropriate professional action and growth.
an aspirational and developmental framework for teachers.
It describes the advanced professional knowledge and
pedagogical expertise that registered teachers could develop
and maintain as they continue to progress in teaching and the
education profession. This Professional Standard supports the
professional growth of teachers in Scotland.
3THE STANDARD FOR FULL REGISTRATION
1 Being a Teacher in Scotland
Our increasingly interconnected and rapidly changing world Professional values help to develop our professional identity and
faces many social, environmental and economic challenges, and underpin a deep commitment to all learners’ cognitive, social and
an effective, responsive and inclusive education system is vital emotional growth and wellbeing. They provide the foundation to
if we are to address these. Engaged, reflective, empowered and support and encourage teachers to see the whole child or young
skilled teachers and learners acknowledge Scotland’s place in person and their needs. They are integral to, and demonstrated
the world, our history, our differences and diversity, our unique through, all our professional relationships, thinking and actions
natural environment, and our culture based on social justice. and all that we do to meet our professional commitment as
Scotland’s teachers help to embed sustainable and socially just teachers registered with GTC Scotland.
practices in order to flourish as a nation.
As part of teacher professionalism, professional values are
The Professional Standards outline what it means to become, required to be enacted in everyday practice both within and
to be and to grow as a teacher in Scotland. A commitment to outwith the educational establishment. They support us to ask
the professional values of social justice, trust and respect and critical questions of educational theories, policies and practices
integrity are at the heart of the Professional Standards and and to examine our own attitudes and beliefs. Values, and
underpin our relationships, thinking and professional practice the connections between values and actions, require regular
in Scotland. reflection over the course of teachers’ careers as society and
the needs of learners change and as understanding develops.
The educational experiences of all our children and young Our commitment to career-long professional learning is a
people are shaped by the professional values and dispositions critical part of developing our professionalism. Enquiring and
of all those who work to educate them. Values are complex: collaborative professionalism is a powerful force in developing
they are the ideals by which teachers shape their practice as teachers’ agency and delivering our commitment to engaging
professionals. Starting with teachers as individuals, values children, young people, their families and communities in the
extend to our learners, our colleagues and community and to education process.
the world in which we live.
1.1 Professional Values
Social Justice
Social justice is the view that everyone deserves equal economic, political and social rights and opportunities now and in the
future.
n Promoting health and wellbeing of self, colleagues and the children and young people in my care.
n Building and fostering positive relationships in the learning community which are respectful of individuals.
n Embracing global educational and social values of sustainability, equality, equity, and justice and recognising children’s rights.
n Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their
entitlement to be included in decisions regarding their learning experiences and have all aspects of their wellbeing developed
and supported.
n Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and
to encourage learning our way to a better future.
n Committing to social justice through fair, transparent, inclusive, and sustainable policies and practices in relation to protected
characteristics, (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion
and belief, sex, sexual orientation) and intersectionality.
n Valuing, as well as respecting, social, ecological, cultural, religious, and racial diversity and promoting the principles and
practices of sustainable development and local and global citizenship for all learners.
n Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural,
racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and
seeking to reduce barriers to learning.
n Demonstrating a commitment to supporting learners who are experiencing or who have experienced trauma, children and
young people from a care experienced background and understanding responsibilities as a corporate parent.
n Understanding and challenging discrimination in all its forms, particularly that which is defined by the Equality Act 2010.
4Trust and Respect
Trust and respect are expectations of positive actions that support authentic relationship building and show care for the
needs and feelings of the people involved and respect for our natural world and its limited resources.
n Promoting and engendering a rights repecting culture and the ethical use of authority associated with one’s
professional roles.
n Acting and behaving in ways that develop a culture of trust and respect for self, others and the natural world.
n Understanding, acknowledging, and respecting the contribution of others in positively influencing the lives of learners.
n Understanding health and wellbeing and the importance of positive and purposeful relationships to provide and ensure a safe
and secure environment for all learners and colleagues within a caring and compassionate ethos.
n Respecting individual difference and supporting learners’ understanding of themselves, others and their contribution to the
development and sustainability of a diverse and inclusive society.
Integrity
Integrity is the practice of being honest and showing a consistent and uncompromising adherence to strong moral and ethical
principles and values.
n Demonstrating kindness, honesty, courage, and wisdom.
n Being truthful and trustworthy.
n Critically examining professional beliefs, values and attitudes of self and others in the context of collegiate working.
n Challenging assumptions, biases and professional practice, where appropriate.
1.2 Professional Commitment recognise, see and acknowledge the value in everyone and
have a deep awareness of the need for culturally responsive
Making a professional commitment to learning and learners that pedagogies. They promote equality and diversity, paying careful
is compatible with the aspiration of achieving a sustainable and attention to the needs of learners from diverse groups and in
equitable world embodies what it is to be a teacher in Scotland. upholding children’s rights.
This means teachers commit to living the professional values
and engage in lifelong learning, reflection, enquiry, leadership Upholding the professional values of social justice, trust and
of learning and collaborative practice as key aspects of their respect and integrity requires a commitment to leadership
professionalism. This commitment to professional learning and that inspires confidence and encourages aspiration. This
growth, to the growth of learners, and to helping support that commitment underpins leadership of learning in all contexts and
of colleagues, is demonstrated through engagement with all change for improvement. It values the contribution of others,
aspects of professional practice. It is demonstrated by working challenges biases and assumptions and applies critical thinking
collegially, in English or Gaelic medium with all members of our to make effective decisions, in the interests of maintaining and
learning communities with enthusiasm, adaptability, critical improving the quality of education and leading to improved
thinking and associated constructive, professional dialogue. outcomes for all children and young people in Scotland.
A core component of teachers’ professional commitment The professional commitment of teachers in Scotland is to lead
is understanding the needs of all learners. Some children learning through:
and young people may have a barrier to wellbeing and
learning associated with a range of circumstances such as n developing deep knowledge of learning and teaching;
the learning environment, family circumstances, disability or n critically examining how our teaching impacts on learners;
health need, and social and emotional factors. This includes and
learners with additional support needs such as: Attention n using evidence collaboratively to inform teacher judgement
Deficit Hyperactivity Disorder (ADHD) and Attention Deficit and next steps for learners.
Disorder (ADD); Autism; Developmental Coordination Disorder
(Dyspraxia) (DCD); Dyslexia; and Tourette syndrome. Teachers
5THE STANDARD FOR FULL REGISTRATION
1.3 Standard for Full Registration Having attained the Standard for Full Registration teachers
will continue to develop their expertise and experience across
Professional Values and Professional Commitment are at the all areas of their professional practice through appropriate and
core of the Standard for Full Registration. They are integral to, sustained career-long professional learning. The Standard for
and demonstrated through, all our professional relationships Career-Long Professional Learning has been developed to
and practices. They are central to the delivery of high-quality support professional teacher growth and to identify, plan and
learning and teaching, aimed at improving outcomes for all develop their own professional learning needs and to ensure
learners and contributing to efforts to achieve a sustainable continuing development of professional practice.
and equitable world. The personal and professional qualities
of sustainability and social justice, integrity, trust and respect The purposes of the Standard for Full Registration are:
and professional commitment are crucial if we are to inspire
and prepare learners for success in our increasingly complex, n a clear and concise description of the professional qualities
interdependent and rapidly changing world. and capabilities probationer teachers are expected to attain;
n a professional standard against which reliable and
‘Learning for Sustainability’ is a whole-school commitment consistent recommendations and decisions can be made
that helps the school and its wider community develop the on the fitness of new teachers for full registration with GTC
knowledge, skills, attitudes, values and practices needed to take Scotland;
decisions which are compatible with a sustainable future in a n a clear and concise description of the professional qualities
just and equitable world. Learning for Sustainability has been and capabilities fully registered teachers are expected to
embedded within the Standard for Full Registration to support maintain and enhance throughout their careers;
teachers in actively embracing and promoting principles and n a benchmark standard of professional competence which
practices of sustainability in all aspects of their work. applies to teachers throughout their careers.
All teachers are leaders of and for learning. They lead learning of, The Professional Standards are organised into interrelated
and with, all learners with whom they engage. They also work categories with Professional Values and Professional
with and support the development of colleagues and other Commitment at the heart. These categories are inherently
partners. The Standards for Registration include a focus on linked to each other in the development of teachers, and one
leadership of and for learning. aspect does not exist independently of the others. It is this
inter-relationship among all of the categories which develops a
The Standard for Full Registration is the gateway to the teacher’s understanding, practice and professionalism. Effective
profession and the benchmark of teacher competence for all and systematic Professional Review and Development (PRD)
teachers. It must therefore constitute standards of capability in and Professional Update processes support fully registered
relation to teaching, with reasonable adjustments as required, teachers’ ongoing learning.
in which learners, parents, the profession itself and the wider
community can have confidence.
The scope of this document is limited to defining expectations
of teachers and does not address in detail how judgements
will or should be made. It is not intended that the Professional
Actions should be used as a checklist. In broad terms, the
person reviewing the work of a teacher needs to be reassured
that the capabilities described by the Professional Standard
are achieved. Where it is thought that further development is
needed, the Professional Actions provide a focus for what needs
to be done.
62 Professional Knowledge and Understanding
2.1 Curriculum and Pedagogy
2.1.1 Have a depth of knowledge and understanding of Pedagogical Theories and Professional Practice
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n pedagogical and learning theories, and draw on these appropriately to inform:
- curriculum design and content where appropriate taking account of Gaelic medium;
- classroom organisation, learning environment and structures;
- planning, learning and teaching and assessment;
- interdisciplinary learning;
- outdoor learning, including direct experience of nature and other learning within and beyond school
boundaries;
- additional support needs;
n the stages of learners’ cognitive, mental, social, emotional, physical, and psychological development and
know how to use this information to support learning and wellbeing;
n digital technologies to support learning; and
n how to take account of the gender, social, cultural, racial, ethnic, religious and economic context of learners
and how to adapt practices accordingly.
2.1.2 Have a depth of knowledge and understanding of Research and Engagement in Practitioner Enquiry
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n how to access and apply relevant findings from educational research;
n research and engagement in professional/practitioner enquiry; and
n how to have an enquiring stance in relation to your own practitioner enquiry, working ethically, individually
and/or collaboratively, to challenge and inform professional practice.
2.1.3 Have a depth of knowledge and understanding of Curriculum Design
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n principles of curriculum design and how these can be applied to learning in different sectors and contexts;
n theory and practical skills required in curricular areas as set out in current national and local guidelines;
n the value of learning beyond curricular areas/subject boundaries and of cross curricular subjects, e.g.
literacy, numeracy and health and wellbeing, Learning for Sustainability and digital literacy;
n processes used to change and develop the curriculum;
n curriculum content and its relevance to the education of every learner;
n interdisciplinary learning between curricular areas, stages and/or sectors;
n the skills and competencies that comprise teacher digital literacy and know how to embed digital
technologies to enhance teaching and learning; and
n the need to take account of learners with additional support needs.
7THE STANDARD FOR FULL REGISTRATION
2.1.4 Have a depth of knowledge and understanding of Planning for Assessment, Teaching and Learning
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n how to plan for effective assessment, teaching and learning, individually and collaboratively, across
different contexts, and in order to support the needs of every learner;
n how to adapt planning approaches to ensure that the needs of every learner are effectively addressed;
n individual and collaborative approaches to a wide range of assessment, recording and reporting as an
integral part of learning and teaching;
n national assessment requirements and requirements of other relevant awarding and accrediting bodies;
and
n the positive impact of engaging learners in dialogue about their progress and how to provide meaningful
feedback to support and agree next steps.
2.2 Professional Responsibilities
2.2.1 Have a depth of knowledge and understanding of Education Systems
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n the principal national and international influences on Scottish education, and their relevance to learning and
teaching in the local context;
n how to critically engage with current, relevant legislation, policies and national and local guidance;
n contractual, pastoral and legal responsibilities, for example, in relation to equality, diversity, inclusion,
additional support needs, child protection, and wellbeing;
n frameworks, systems and processes to support and enhance teacher professionalism; and
n biases and their impact on people and practices and challenge these.
2.2.2 Have a depth of knowledge and understanding of Learning Communities
Professional As a registered teacher you are required to demonstrate a depth of knowledge and understanding of:
Actions n the roles and responsibilities of teachers in establishing and sustaining positive and purposeful
relationships across the learning community;
n the distinctive culture, context and ethos of the learning community including Gaelic medium ethos where
appropriate; and
n the role of local, regional and national bodies in relation to your different contexts and sectors.
83 Professional Skills and Abilities
3.1 Curriculum and Pedagogy
3.1.1 Plan effectively to meet learners’ needs
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n plan coherent, progressive and engaging teaching programmes which address the needs of every learner;
n plan learning in accordance with current curriculum guidance, including in Gaelic medium education where
appropriate;
n identify the potential barriers to learning and plan differentiated and appropriately challenging learning
experiences to ensure learning is accessible for every learner;
n communicate appropriately with every learner, modelling and promoting competence and confidence in
literacy, numeracy, health and wellbeing and digital literacy;
n ensure teaching builds confidence and promotes the progress of every learner; and
n plan learning that is creative, sustainable and uses available resources.
3.1.2 Effectively utilise pedagogical approaches and resources
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n create meaningful contexts for learners through a range of different learning environments;
n employ appropriate teaching strategies and resources, including digital approaches, to meet the needs
and abilities of every learner;
n use self-evaluation and professional learning to support and improve practice;
n consider feedback about the learning process to inform your teaching;
n use a wide variety of questioning techniques and a wide range of digital and traditional approaches to
enhance learning and teaching; and
n create opportunities for learning to be transformative in terms of challenging assumptions and expanding
world views.
3.1.3 Effectively utilise partnerships for learning and wellbeing
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n contribute to a rights-respecting culture where learners meaningfully participate in decisions related to
their learning, wellbeing, learning environment and their school;
n create and sustain effective working relationships with colleagues, parents/carers, families, wider school
community and partner agencies, to support learning and wellbeing across the school and taking a lead
role when appropriate;
n establish opportunities for parents/carers to participate in decisions about their child’s learning;
n practise self-care and support the wellbeing of others seeking support where necessary;
n develop partnerships which:
- support decision-making that is compatible with a sustainable future in a just and equitable world;
- connect learners to their dependence on the natural world and develop their sense of belonging to both
the local and global community; and
- connect relevance of learning to skills for life, learning and work.
9THE STANDARD FOR FULL REGISTRATION
3.1.4 Effectively employ assessment, evaluate progress, recording and reporting as an integral part of the teaching
process to support and enhance learning
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n record, analyse and use assessment data effectively to evaluate learning and teaching;
n use the results of assessment to identify development needs at class, group and individual level and as a
basis for dialogue with learners about their progress and targets;
n evaluate and use a range of differentiated assessment strategies that ensure support and challenge for all
learners;
n use appropriate formative and summative assessment strategies to provide opportunities for challenge
and growth appropriate to the needs of every learner and to meet the requirements of the curriculum and
awarding and accrediting bodies;
n engage with moderation and verification processes to inform pedagogy, learners’ progress and school
improvement;
n produce clear, informative reports for parents/carers, the school and partner agencies which discuss both
progress in learning and matters related to personal, social and emotional development in a sensitive and
constructive way; and
n apply professional judgement to evidence gathered to inform summative assessment.
3.2 The Learning Context
3.2.1 Effectively organise and manage learning
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n create a safe, caring and purposeful learning environment which is welcoming and inclusive, well managed
and well organised;
n plan and organise effectively to facilitate whole-class lessons, group and individual work and promote
independent learning;
n take into account the additional support needs of learners to ensure meaningful learning experiences;
n use a wide range of opportunities that stimulate and reflect ongoing learning in varied and dynamic
learning environments;
n enable every learner to make full use of well-chosen resources, including digital technologies, to enhance
learning, teaching and assessment, as appropriate;
n create opportunities for learning to be transformative in terms of challenging assumptions and expanding
world views; and
n draw on a range of sources to evaluate the impact of the learning environment on every learner and
learning and to challenge assumptions, surface bias and adapt provision, as appropriate.
3.2.2 Effectively engage learner participation
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n value all learners and their participation, actively engaging children and young people in decision-making
about their education;
n demonstrate care and commitment to working with every learner, embracing diversity to ensure that
every learner feels welcome, included and is ready to learn;
n demonstrate a secure knowledge and understanding of wellbeing indicators, childhood development and
the impact of additional support needs;
n recognise that childhood experiences impact on the learning and wellbeing of children and young people
and actively respond in appropriate ways, seeking advice and collaborating as required; and
n utilise and evaluate a variety of strategies to nurture caring and supportive and purposeful relationships
with learners and celebrate success.
103.2.3 Build positive, rights respecting relationships for learning
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n promote and develop positive and purposeful relationships with and between learners, colleagues, families
and partners;
n use a variety of research-informed approaches to relationship building in a consistent way to build and
sustain all professional relationships;
n communicate appropriately with every learner, modelling and promoting competence and confidence in
literacy, numeracy, and health and wellbeing;
n recognise where learners with additional support needs require alternative approaches and seek support
as necessary;
n commit to and demonstrate equity and inclusion to advance equality of opportunity between learners
who share a relevant protected characteristic and those who do not and foster good relations; and
n encourage learners to respect and care for themselves, others and the natural world.
3.3 Professional Learning
3.3.1 Engage critically with literature, research and policy
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n identify and source a range of appropriate literature, research and policy; and
n engage critically with research to challenge and inform professional practice and critically question and
challenge educational assumptions, beliefs and values of self and system.
3.3.2 Engage in reflective practice to develop and advance career-long professional learning and expertise
Professional As a registered teacher to demonstrate your professional skills and abilities you are required to:
Actions n commit to lifelong learning, through an ongoing process of professional review and development that
impacts on the learning of children and young people;
n reflect and engage critically in self-evaluation using the relevant professional standard;
n adopt an enquiring, reflective and critical approach to professional practice;
n enhance learning and teaching by taking account of feedback from others including children and young
people and actively engage in professional learning to support school improvement;
n work collaboratively to contribute to the professional learning and development of colleagues, including
student teachers;
n maintain a reflective record of evidence of impact of professional learning on self, colleagues and learners;
and
n engage with the Professional Update process.
11Inspiring world-class teaching professionalism GENERAL TEACHING COUNCIL FOR SCOTLAND GTC Scotland Comhairle Choitcheann Teagaisg nah-Alba Clerwood House, 96 Clermiston Road, Edinburgh EH12 6UT Tel: 0131 314 6000 Fax: 0131 314 6001 E-mail: gtcs@gtcs.org.uk www.gtcs.org.uk www.in2teaching.org.uk
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